08 FUTURE TRANSPORTATION

UNIT OVERVIEW
Student’s Book Activity Book
Reading about future transportation:
flying car, hyperloop, self- driving car,
Activity book, p 80, Exercises I, II, III
Reading space elevator, delivery drone, hiring
Unit 8, Reading, Exercises I, II, III
shipper, hours, traffic congestion,
packages, delivery time
Future simple tense; Adjectives vs. Activity book, p 81, Exercises I, II, III
Grammar
Adverbs Unit 8, Grammar, Exercises I, II, III
Words about future transportation:
space elevator, automated car, toxic air,
job loss, travel time, be accessible to, Activity book, p 82, Exercises I, II, III
Vocabulary
emissions Unit 8, Vocabulary, Exercises I, II, III
Phrasal verbs: roll out, run on, fall
behind, break down, ramp up
Listening to opinions about self-driving Activity book, p 83, Exercises I, II, III, IV
Listening
cars Unit 8, Listening, Exercises I, II, III, IV
Discussing future transportation Activity book, p 84, Exercises I, II, III, IV
Speaking
Pronunciation: Linking sounds Unit 8, Speaking, Exercises I, II, III, I
Writing about ideal means of Activity book, p 85, Exercises I, II, III, IV
Writing
transportation Unit 8, Writing, Exercises I, II, III, IV
Activity book, p 89, Exercises I, II
CLIL Math: Average speed & traffic sign
Unit 8, CLIL Math, Exercises I, II
Activity book, pp 86-88, Exercises I, II, III, IV,
International V
KET, TOEFL JUNIOR, PTE GENERAL
exam Unit 8, International exam, Exercises I, II, III,
IV, V

Student’s Activity
Book Book
 READING • Encourage students to ask questions if they're
unsure about any of the terms or pictures.
Future transportation
• Give the students sufficient time to examine
Student’s Book, pages 82-83 the pictures and make their selections.
• Once students have completed the activity,
review the answers together.
Lesson outcome • Ask each participant to share their choices and
• Read the texts about future transportation explain why they matched each picture with a
• Understand the main idea of the text specific word.
• Learn vocabulary about future transportation • Provide feedback and clarification as needed,
ensuring students understand the correct
Lead-in matches.

Brainstorm Activity Answers

• Divide learners into small groups and 1. d 2. a 3. c 4. e 5.b
encourage them to brainstorm ideas about
future transportation. 02
• Prompt them to think about innovative • Divide the class into pairs or groups.
transportation methods without referring to • Instruct students that they are expected to
textbooks. read and answer the provided questions.
• Here are some suggested questions: • Provide a brief overview of the questions that
- What do you imagine the future of students will be addressing.
transportation will look like? • Ask students to read through the questions
- How do you envision people getting around together.
cities in the future?
• Encourage students to discuss their initial
- If you could design a mode of transportation for
thoughts and ideas before formulating their
the future, what would it be and why?
answers.
• Invite students to share their ideas. Lead
• Circulate around the classroom as students
students to the lesson.
work together, observing their progress and
01 offering assistance as needed.
• Provide guidance, clarification, and
• Have students read the task for a few minutes. encouragement to keep students on track.
• Briefly explain the five words listed (flying car, • Once students have had sufficient time to
hyperloop, self-driving car, space elevator, work on the questions, bring the class back
delivery drone). together for a discussion.
• Ensure students understand what each term
means before moving on. Answers
• Clearly explain the task: ask students to match Students’ own answers.
each picture with the correct word from the
03 8.01
list (1-5).
• Emphasize that they should take their time • Have students read the task for a few minutes.
and carefully observe the details in each • Explain that they will listen to a text about
picture before making their choices. advanced modes of transportation and fill in
the blanks with the missing words.
• Based on the position of each blank, ask students • Allow students time to work individually on
to predict the part of speech (noun, adjective, completing the phrases and matching them
etc.) and speculate on possible words. with definitions.
• Play the audio recording of the text. • Encourage them to think critically and refer
• Encourage them to listen attentively to back to the text for context clues if needed.
understand the context and fill in the blanks • Move around to check on students' progress
correctly. and help as necessary.
• After playing the audio once, pause and give • Invite a few students to share their answers
students a chance to review their answers. and explain why they chose them.
• Play the audio again, allowing students to
double-check their responses. Answers
• Once everyone has filled in the blanks, facilitate 1. carry packages, d 2. reduce delivery time, e
a discussion about the text. 3. rush hours, a 4. tackle this problem, b
• Ask students to share their answers for each 5. avoid traffic congestion, c
6. cost of hiring shippers, f
blank and explain their reasoning.
• Encourage them to discuss any challenging Extra activity
vocabulary or concepts.
• Divide the class into two teams: boys and girls.
• Go through each blank one by one and reveal the
• Explain the rules of the game and how it will
correct answers.
be played.
• Provide explanations or definitions for any
• Write a transportation-related word on the
unfamiliar words or concepts to ensure
board to start the game, such as "car."
understanding.
• Begin with one team, either boys or girls. A
Answers
student from that team must say a
1. convenient 2. advantages 3. important transportation-related word that begins with
4. quickly 5. emergency 6. worried the last letter of the previous word. For
7. similar 8. tunnel
example, if the previous word was "car," the
04 next word could be "railway."
• Ask students to take turns standing up and
• Have students read the task for a few minutes.
saying a word. Only students who are seated
• Explain that students need to read the text and
can participate.
fill in the blanks with appropriate words from the
• If a student cannot think of a word, the game
box.
stops, and the teacher counts the number of
• Then, ask they match each completed phrase
words given by each team.
with the correct definition provided (a-f).
• Repeat the game for three rounds. At the end
• Provide a brief overview of the context: it's
of each round, tally the number of words given
about transportation and delivery services.
by each team.
• Review the words in the box with the students,
• The team with the most words in each round
ensuring they understand the meanings of each
earns a point.
word.
• After three rounds, determine the winning
• Encourage them to ask questions if any word is
team based on the total number of words
unclear.
given across all rounds.
• To make it more challenging, specify that the Fast finishers
words must be related to a specific mode of
Ask fast finishers to construct clear sentences
transportation for each round. For example,
utilizing the new vocabulary they've acquired,
one round could focus on words related to
fostering deeper understanding and retention.
cars, another round on words related to
Afterward, they can share their sentences with
airplanes, and so on.
their partners.
• This adapted version of the word chain game
adds an element of competition and
06
encourages students to think quickly and
• Provide the text to students and give them time
creatively about transportation-related
to read it carefully.
vocabulary.
• Encourage them to underline key points and
05 unfamiliar vocabulary to facilitate
• Explain the task to the students. Ask students understanding.
to identify and write down the words from the • Instruct students to match each description
text that match the given definitions. with the correct transportation mode based on
• Read the text aloud to the class, or have a their understanding of the text.
volunteer read it. • Once students have completed the matching,
• Encourage students to follow along as you review the answers together.
read. • Discuss each description and transportation
• Model the process of finding the answers for mode, highlighting specific details from the text
the first definition together as a class. to support the matches.
• Guide students through identifying the • Address any misconceptions or questions that
relevant information in the text and locating arise during the review process.
the correct words. Answers
• Allow students to work independently or in
1. D 2. B 3. C 4. A
pairs to complete the remaining definitions.
• Encourage them to refer back to the text as 07
needed.
• Once students have completed the task, • Quickly go over the questions with students to
facilitate a discussion about the answers. give them an idea of what to look for while
• Invite a few students to share their responses reading the text.
and discuss any discrepancies. • Encourage them to pay attention to details that
• Address any questions or uncertainties might help them answer the questions.
students may have about the vocabulary or • Encourage them to use strategies like
concepts presented in the text. eliminating obviously incorrect answers and
focusing on keywords in the text.
Answers
• Circulate the room to provide assistance and
1. self-driving car, automated car, driverless car clarification as needed.
2. traffic jam, traffic congestion
• Instruct students to check their answers by
3.means of transportation, mode of
referring back to the text.
transportation, form of transportation.
• Once students have completed the task, review
each question and its correct answer as a class.
• Discuss any questions that were challenging or Homework
where students had differing answers. Activity book, Reading page 80, exercises I, II,
• Encourage students to explain their reasoning III
for choosing certain answers.
GRAMMAR
Answers
Future simple tense; adjectives vs. adverbs
1. A 2. B 3. C 4. B 5. A
Student’s Book, page 84
08

• Divide students into pairs or small groups. Lesson outcome

• Ask each pair or group to discuss the provided • Understand and practice using future simple
questions together. • Identify and distinguish between adjectives
• Encourage students to share their ideas, and adverbs in sentences.
opinions, and experiences related to the
topics. Lead-in
• Encourage students to take turns speaking and
Future Timeline
to actively listen to others without
interrupting. • Provide each student with a piece of paper
divided into two columns labeled 'Short-term
• Remind them to support their ideas with
Goals' and 'Long-term Goals'.
evidence or examples from the text or
personal experiences. • Instruct students to brainstorm and write
down at least three goals or plans they have
• Emphasize the importance of considering
for the short-term (within the next year) and
different perspectives and being open to new
three for the long-term (beyond the next
ideas.
year).
• Allow groups sufficient time to discuss each
• Encourage them to be specific and realistic
question thoroughly.
with their goals.
• Circulate the room to monitor discussions,
• Once students have completed their timelines,
provide guidance, and address any questions
pair them up or divide them into small groups
or concerns.
to discuss their goals.
• Optionally, invite pairs or groups to share their
• Encourage them to share their aspirations and
key insights, ideas, and conclusions with the
class. discuss any similarities or differences in their
plans.
• Encourage pairs or groups to present their
• After that, ask a few volunteers to share their
discussions in an organized manner,
goals with the class, highlighting the use of
highlighting key points and supporting
future tense when discussing their plans. Lead
arguments.
students to the lesson.
• Provide positive reinforcement for active
participation and thoughtful contributions.
01
Answers
• Have students read the sentences and fill in
Students’ own answers.
the blanks with appropriate words or phrases
from the text on page 83.
• Emphasize the importance of understanding • Discuss any common errors or misconceptions
the context of the sentences to choose the related to the simple future tense.
correct words. Answers
• Ensure each student has access to the text on 1. I wonder what he’ll do with his old car.
page 83. 2. Vehicles won’t run on fossil fuels in 50 years.
• Encourage students to refer back to the text 3. Will you join their birthday party tomorrow?
and scan for relevant words or phrases. 4. I won’t probably finish my tasks this week.
• Circulate the room to offer assistance, answer Fast finishers
questions, and ensure students are on the
Ask fast finishers to create their sentences using
right track.
the simple future tense and share them with a
• Provide feedback and guidance as needed to
partner or the class.
help students make appropriate word choices.
• After students have completed the activity, 03
review the sentences together as a class.
• Have volunteers share their completed • Review common mistakes students may
sentences and explain their word choices. encounter in written paragraphs, such as verb
• Discuss any challenging words or concepts and tense errors, subject-verb agreement, and
clarify any misunderstandings. punctuation.
• Ask students to read the paragraph and
Answers identify any mistakes, then correct the
1. will use 2. won’t need 3. will combine 4. will - mistakes to improve the paragraph's clarity
replace and accuracy.
• Encourage students to read the paragraph
02 carefully and highlight any errors they notice.
• Circulate the room to monitor progress and
• Briefly review the structure of the simple provide assistance as needed.
future tense: subject + will + base form of the • After students have completed the activity,
verb. review the corrected paragraph together as a
• Provide examples of simple future tense class.
sentences to ensure understanding. • Discuss the corrections made and the reasons
• Ask Students to read each incomplete behind them.
sentence and use the simple future tense to • Encourage students to explain their reasoning
complete it. for each correction.
• Remind students to pay attention to the Answers
subject-verb agreement and the correct 1. provides – will provide 2. will become –
formation of the simple future tense. become 3. is – will be 4. helps – will help
• Encourage students to identify the subject and Extra activity
the action in each sentence. • Students write three sentences of activities
• Circulate the room to monitor progress and they will do with some signals of future simple
offer assistance as needed. but without using future simple tense, e.g. I
• After students have completed the activity, travel to Đà Lạt on my next holiday. I guess my
review the sentences together as a class. parents allow me to go camping for 1 night
• Have volunteers share their completed out. She probably call you later.
sentences and explain their choices.
• Put students into pairs. They read their • Guide as needed to help students understand
sentences to their partner who tries to guess the difference between adverbs and adjectives.
what the other want to say, e.g. A: I travel to • Circulate the room to monitor progress and
Đà Lạt on my next holiday. B: You will travel to offer assistance as needed.
Đà Lạt on my next holiday! A: No, I won’t travel • After students have completed the activity,
to Đà Lạt on my next holiday. I will go to Nha invite a few students to tell the class about
Trang instead. their answers.
• Monitor and check that students are putting • Discuss the reasoning behind each correct
the adverb in the correct position in the answer and any common misconceptions.
sentence. • Address any questions or concerns students
• Point out errors for students to self-correct. may have about adverbs and adjectives.
04 Answers
• Review the definition and examples of
1. quickly, independently 2. modern, near
adjectives and adverbs to ensure 3. hopefully, common 4. harmful, clean
understanding. 5. high, silently
• Ask Students to read the text and identify
06 8.02
adjectives by underlining them and adverbs by
circling them. • Remind students of the function of adverbs and
• Remind students to pay attention to the their importance in providing additional
function of each word in the sentence. information about actions.
• Encourage students to read each sentence • Ask Students to listen to Bill talking about
carefully and identify descriptive words. traveling in the future and write down four
• Guide as needed to help students distinguish adverbs mentioned by Bill.
between adjectives and adverbs. • Play the recording of Bill talking about traveling
• Circulate the room to monitor progress and in the future.
offer assistance as needed. • Remind students to listen carefully for words
• After students have completed the activity, that describe how actions are performed.
review the text together as a class. • Pause the recording at intervals to allow
• Have volunteers share their findings and students time to write down adverbs they hear.
explain their choices. • Encourage active listening and focus on
• Discuss any challenging words or concepts and understanding the content.
clarify any misunderstandings. • Circulate the room to monitor progress and
Answers offer assistance as needed.
Adjectives: near, superfast, clean, advanced, • After students have completed the activity,
automated, convenient, long review the adverbs together as a class.
Adverbs: quietly, independently, quickly • Discuss the adverbs identified by students and
their relevance to the topic of traveling in the
05
future.
• Ask students to read each sentence and
• Address any questions or concerns students
choose the correct adverb or adjective to
may have about the use of adverbs.
complete it.
• Remind students to consider the function of Answers
the word in the sentence and how it modifies 1. Self-driving cars: safely, easily
the meaning. 2. Hyperloop: conveniently, quickly
 07
Lead-in
• Divide students into pairs.
ABC Game
• Ask each pair to take turns making sentences
Name a topic and as a whole class or in groups of
about future vehicles.
2 – 3, ask students to try to get through the
• Encourage students to be creative and think alphabet by naming items that start with each
about the potential features and capabilities of
letter and match whatever topic you’ve named.
future transportation.
For example, if we’re studying transportation, A =
• Model the process of making a sentence about
Airplane, B = Bicycle, and C = Car. If a student
future vehicles with one pair.
gets stuck, his/her partner can suggest an idea
• One student in the pair starts by making a
and then keep going.
sentence about a future vehicle.
• The other student in the pair responds by 01
building on the sentence or adding their own
• Have students read the task for a few minutes.
idea.
• Ask students to match words(a-h) to the
• Encourage them to use the sentence structure
correct synonyms and determine if they
provided in the example (e.g., Because [future
represent advantages (A) or disadvantages (D)
vehicle] can [action], [result]).
of future transportation.
• Encourage students to take turns speaking and
• Emphasize the importance of understanding
listening actively to their partner's ideas.
both the positive and negative aspects of new
• Circulate the room to monitor progress and technologies.
offer assistance as needed.
• Review the words and their meanings with the
• After sufficient time, invite pairs to share some students, ensuring they understand each
of their sentences with the class. term: Unreliable, accessible, unemployment,
• Encourage discussion and feedback on the reduce, expensive, emissions, rely, and
ideas presented. convenience.
• Highlight creative and interesting sentences, • Discuss the concept of synonyms.
and encourage students to build on each • Remind students to consider the context of
other's ideas. each word about transportation technologies
Answers to decide whether it signifies something
Students’ own answers. positive (an advantage) or something negative
Homework (a disadvantage).
Activity book, Grammar page 81, exercises I, II, • Circulate the room to monitor progress and
III offer assistance as needed.
• After students have completed the activity,
VOCABULARY review the answers together as a class.
Future transportation • Discuss the reasoning behind each match and
whether the words represent advantages or
Student’s Book, page 85
disadvantages.
Lesson outcome • Address any questions or concerns students
• Remember and apply some words and may have about the vocabulary or concepts.
phrases about future transportation in a
Answers
real-life context
1. a, D 2. f, A 3. c, D 4. h, A
• Understand phrasal verbs: roll out, run on,
5. b, A 6. e, D 7. g, D 8. d, A
fall behind, break down, ramp up
02 • If only group C wrote "hovercraft," then they
• Quickly review exercise 1, where the words (a- would score one point.
h) were introduced. Remind students of the
03 8.03
meanings of these words if necessary.
• Ask students to complete sentences using the • Brief overview of the types of vehicles that will
words (a-h) from exercise 1. be discussed in the conversation (Space
• Explain that students need to select the elevator, flying car, automated car) to help
appropriate word from exercise 1 to fill in the them focus on relevant information while
blanks. listening.
• Circulate the room to monitor progress and • Play the audio recording of the conversation
offer assistance as needed. between the two students.
• After students have completed the sentences, • Ensure that the recording is clear and audible
lead a discussion about their choices. for all students.
• Ask them to explain why they chose each word • Instruct students to listen carefully and tick (✓)
and how it fits in the context of the sentence. the advantages mentioned for each vehicle.
• Go over each sentence together as a class. • After listening to the conversation, facilitate a
• Discuss the correct answers and address any discussion about the advantages of each
questions or misconceptions that arise. vehicle.
• Invite a few students to share the advantages
Answers
they identified and discuss why they think
1. be unreliable; 2. reduce emissions those advantages are important.
3. rely on complex technology; 4. be accessible
5. reduce travel time; 6. lead to the • Go over the advantages of each vehicle
unemployment; 7. provide greater convenience discussed in the conversation.
8. expensive to develop and maintain
Answers
Extra activity
• Ask students to work in pairs or ideally in small
groups.
• Give each group a piece of paper and a pencil.
• Say a transportation-related category and 04
students try to write as many words as possible
that match the category. • Have students read the task for a few minutes.
• The first group to finish with the highest • Go through each phrasal verb in the exercise,
number of words will win the round if the explaining its meaning and providing examples
words are correct. of how it can be used in sentences.
• An alternative challenge is if different groups • Ask students to fill in the blanks with the
have the same word listed, it doesn’t count for correct phrasal verbs provided.
any of the teams. But if they have been original • Break down each sentence in the exercise and
enough and write a word no one else has identify which phrasal verb would best
written, they would score a point. complete the sentence.
• For example, if there are three teams: A, B, C, • Discuss the context of each sentence and how
and the category is “modes of transportation” the phrasal verb contributes to its meaning.
and groups A and B have "car," this word
doesn’t give them points.
• Work through the first sentence together as a LISTENING
class, discussing possible options for the Self-driving cars
correct phrasal verb and why it fits in the
context of the sentence. Student’s Book, page 86
• Encourage students to think critically and
consider the meaning of each phrasal verb Lesson outcome
about the sentence. • Listen about self-driving cars
• Have students complete the remaining • Listen for important information
sentences on their own or in pairs.
• Circulate the classroom to provide assistance Lead-in
and guidance as needed. Quick Opinion Poll
• Once students have completed the sentences, • Distribute small pieces of paper to each
review their answers as a class, discussing the student and ask them to write down one
reasoning behind their choices and addressing sentence expressing their opinion on self-
any questions or misconceptions. driving cars.
• Offer constructive feedback on students' • Encourage them to be concise but clear in their
responses, highlighting areas of strength and statements.
suggesting areas for improvement. • Once students have written down their
Answers opinions, collect the papers and randomly
1. ramp up 2. fall behind 3. roll out select a few to read aloud.
4. run on 5. break down • After each opinion is read, briefly discuss it
with the class.
Fast finishers
• Ask follow-up questions such as 'Why do you
• Provide advanced students with a list of the feel that way?' or 'What are some
phrasal verbs used in the exercise and ask them advantages/disadvantages of self-driving cars
to create their own sentences using each based on your opinion?'
phrasal verb. • This activity serves as a simple yet effective
• Encourage creativity and contextually relevant way to gauge students' initial thoughts on the
sentences. topic and sets the stage for the upcoming
• Offer support and guidance as students work listening activity by priming them to listen to
on creating their sentences. different perspectives.
• Provide feedback on their sentence structures,
01
usage of phrasal verbs, and overall clarity.
• Once students have created their sentences, • Divide students into pairs.
organize a peer review session where students • Explain that students will answer two
exchange their sentences with each other. questions related to the picture.
• Encourage constructive feedback and • Instruct students to discuss the first question
discussion on the usage of phrasal verbs in with their partner: "How will you feel when
different contexts. you’re in this car?"
• Encourage them to share their thoughts and
Homework feelings about riding in an autonomous car.
Activity book, Vocabulary page 82, exercises I, • Remind them to consider factors like safety,
II, III comfort, excitement, and any potential
concerns.
• Next, ask students to discuss the second resources to discover synonyms and variations of
question with their partner: "Do you want to the phrases provided. Afterward, ask students to
try it? " exchange their newly added phrases with a
• Encourage them to share their personal partner.
preferences and reasons for wanting or not
wanting to try riding in an autonomous car. 03 8.04

• After giving students sufficient time to discuss • Ask students to listen to people sharing
both questions, bring the class back together. opinions about traditional cars.
• Invite a few pairs to share their thoughts and • Instruct students to tick (✓) the opinions that
responses with the whole group. are mentioned by the speakers.
• Prompt them to consider different • Remind students to listen carefully before
perspectives and explore the reasons behind making their choices.
their feelings and preferences.
• Play the audio and allow students time to mark
Answers their answers on the worksheet.
Students’ own answers. • Monitor and help any students who are finding
it difficult. Play again if necessary.
02 • Encourage students to discuss their choices
• Start by explaining the purpose of the activity, with a partner or in small groups before
which is to practice using phrases that express marking their final answers.
opposing ideas in English. • After students have completed the activity,
• Introduce the phrases that express opposing review the answers together as a class.
ideas: "However, Of course!, but, In addition, • Discuss the correct answers and why they are
No, I mean… I don’t agree, For example, Sorry, correct.
…, also, No way! Exactly! Moreover." • Address any questions or concerns students
• Provide examples and explanations for each may have about the activity.
phrase to ensure that students understand Answers
their meanings and usage.
1. ☑ 2. ☐ 3. ☑ 4. ☐
• Review the answers together as a class to 5. ☑ 6. ☑ 7. ☐ 8. ☐
check for accuracy and provide feedback.
• Discuss any questions or difficulties students 04 8.05
may have encountered during the activity. • Ask students to read exm advice to remind
Answers them that the audio may trick them.
However, • Have students read the task for a few minutes.
No way! • Ask students to listen to the recording of the
No, I mean …
boy sharing his friends' opinions of self-driving
Sorry, …
But cars.
I don’t agree. • Ask students to determine the opinion of each
Fast finishers friend based on what they hear.
• Remind students to listen carefully and focus
Ask fast finishers to expand their repertoire of on understanding the different opinions
phrases expressing opposing ideas by expressed.
brainstorming and adding additional phrases to
• Engage students in a brief discussion about
their list. They can consult dictionaries, or online
self-driving cars.
• Ask students if they have any opinions or • Encourage students to use evidence and
thoughts about self-driving cars. persuasive techniques to support their
• Encourage students to share their views on the positions.
benefits and drawbacks of self-driving Answers
technology. Students’ own answers.
• Play the audio 8.05 and pause after each Extra activity
friend's opinion to allow students time to note
Debate Pros and Cons of Self-Driving Cars
down or remember the opinion.
• Divide the class into two groups: one
• Play the audio again, allowing students to
advocating for self-driving cars and the other
double-check their responses.
opposing them. Allocate time for each group to
• Encourage students to discuss their
brainstorm and jot down arguments
interpretations with a partner or in small
supporting their stance.
groups before making their final decisions.
• Encourage students to think critically and
Answers consider various aspects such as safety,
1. D 2. H 3. E 4. F 5. G convenience, environmental impact, and job
displacement.
05
• Once both groups have prepared their
• Divide the students into pairs.
arguments, facilitate a structured debate.
• Explain that students will take turns expressing
• Assign roles such as speakers, rebuttalists, and
opposing ideas about the future of
timekeepers to ensure organization and
transportation in pairs.
participation.
• Encourage students to articulate their ideas
• Each group should present their arguments
clearly and support their arguments with
clearly and persuasively, utilizing language to
relevant reasons or examples.
express opinions effectively.
• Allow time for pairs to engage in discussions.
• After the debate, foster a class-wide discussion
• Encourage active participation and exchange of
where students can reflect on the presented
ideas between partners.
arguments and engage in cross-examination.
• Monitor the discussions and provide support or
• Encourage students to ask questions, challenge
guidance as needed.
assumptions, and consider alternative
• After discussing their opposing ideas, invite
Homework
viewpoints.
each pair to role-play their discussion for the
Activity book, Listening page 83, exercises I, II,
class.
III, IV
• Encourage students to use persuasive language
and logical reasoning to present their
arguments convincingly. SPEAKING
• Facilitate a class discussion after all pairs have Discussing future transportation
presented their role-plays.
• Optionally, organize a debate where students Student’s Book, page 87
can further explore and defend their opposing
ideas about future transportation. Lesson outcome
• Divide the class into two groups, with each • Discussing future transportation
group arguing for or against a particular aspect • Identify and practice linking consonant and
of future transportation. vowel sounds
 Lead-in • Play audio 8.6 and ask the students to listen
carefully and check off the words/phrases that
Quote or Question
are mentioned in the conversation.
• Divide the class into pairs.
• Play the audio again and ask students to fill in
• Find a quote or question that fits the topic of
the blanks based on what they heard in the
the lesson and that will generate some
listening audio.
interesting discussion.
• After listening to the audio, ask students to
• For example: Write a question "Is the rise of
compare the points made in the audio with
electric vehicles the key to sustainable
their pair or group discussions.
transportation in the future?" on the board.
• Elicit the advantages and disadvantages of a
• Let students engage in a lively debate about
delivery drone from some pair or group to
their perspectives for a few minutes.
check the answers.
• Ask students to explore what they believe it
implies, potential interpretations, and whether Answers
they agree or disagree. 1. lightweight items 2. drop
• Remember, there's no right or wrong answer – 3. noise 4. reduce delivery
the goal is to encourage conversation. 5. remote 6. traffic jams

01 8.06 02
• Begin by recapping the advantages and
• Divide students into pairs or small groups.
disadvantages that were previously discussed.
• Instruct students to discuss the advantages and
• Explain that students will have the opportunity
disadvantages of delivery drones within
to further explore the topic by adding one more
pairs/groups.
advantage and one more disadvantage of
• Encourage students to brainstorm ideas and
delivery drones in pairs or groups.
think critically about the topic.
• Instruct students to brainstorm ideas for
• Encourage them to consider factors like
additional advantages and disadvantages of
efficiency, safety, environmental impact, and
delivery drones.
potential challenges.
• Remind them to consider various perspectives
• Offer guiding questions to stimulate discussion,
such as economic, social, and environmental
such as:
impacts.
- Why do you think some people like the idea of
• Allow students time to discuss their ideas
using delivery drones?
within their pairs or groups.
- What problems might arise when using
• Encourage them to explain their reasoning and
delivery drones for deliveries?
to consider the potential consequences of each
- Do you think delivery drones are safe? Why or
advantage and disadvantage they propose.
why not?
- How might delivery drones impact various • Invite each pair or group to share their
additional advantage and disadvantages with
aspects of society, such as employment,
the class.
safety, and environmental sustainability?
• Encourage other students to listen attentively
• Allow time for students to discuss and
and to ask questions or provide feedback on
exchange ideas within their pairs or groups.
their classmates' ideas.
• Circulate among groups to facilitate discussion,
offer guidance, and address any questions that Answers
arise. Students’ own answers.
 03 • Remind students to use phrases from the
• Review the provided useful language with the provided useful language to express their
students, ensuring they understand the opinions and ideas.
meaning and usage of each phrase. • Encourage students to take turns speaking and
• Discuss how each phrase can be used to actively listen to their partner's ideas.
introduce or transition between ideas in a • Provide guidance as needed to help students
presentation or discussion. incorporate phrases from the useful language
• Ask students to read the provided passage into their discussions.
about hyperloop transportation. • Circulate the room to monitor progress and
• Instruct them to fill in the blanks with offer assistance as needed.
appropriate language from the useful • After sufficient time, bring the class back
language provided. together for a sharing and discussion session.
• Remind students to consider the context and • Invite pairs or groups to share their opinions
meaning of each phrase when filling in the and ideas about their chosen future
blanks. transportation method.
• Encourage students to work in pairs or small • Facilitate a discussion by asking questions and
groups to discuss and choose the most suitable encouraging other students to respond and
phrases for each blank. share their thoughts.
• Circulate the room to monitor progress and Answers
offer assistance as needed. Students’ own answers.
• Ask students to compare ideas in pairs before
you check answers together. 05 8.08
Answers
• Briefly explain the concept of linking sounds in
1. The main advantage of the hyperloop English pronunciation.
2. Another advantage
3. In contrast / However • Explain that students will listen to the provided
4. The major disadvantage words and check if the consonant and vowel
5. Last but not least sounds are linked smoothly.
• Play the audio 8.07 for students to listen to.
Fast finishers
• Play the audio 8.08 for students to listen to.
Ask fast finishers to rewrite the passage using • Pause after each sentence to allow students to
different phrases from useful language to convey check if the sounds are linked smoothly.
similar meanings. Afterward, ask students to • Play the audio again for students to listen and
exchange their rewritten passages with a partner check, focusing on linking the sounds
and discuss the effectiveness of the new phrases effectively.
in conveying the original meaning. • Have students practice reading the words
04 aloud.
• Monitor and correct students’ pronunciation
• Divide students into pairs or small groups.
as appropriate.
• Have each pair or group choose one future
• After sufficient practice, review the linked
transportation method to discuss.
sounds together as a class.
• Have them brainstorm ideas, advantages, and
• Discuss any challenges students encountered
disadvantages of the chosen transportation
and address any questions or concerns.
method.
 Answers • You then use some simple sentences that
1. such as 2. roll out a new car usually has linking sounds.
3. A cup of coffee 4. in all ages • Say: Do you want a drink? Students repeat.
• Then give different prompts, e.g. a sandwich:
06 8.09 Do you want a sandwich? This is not to practice
the structure but the linking sound: want + a.
• Explain that students will listen to the provided
words and check if the consonant and vowel
Homework
sounds are linked smoothly.
Activity book, Speaking page 84, exercises I, II,
• Play the audio 8.09 for students to listen to.
III, IV
• Pause after each sentence to allow students to
check if the sounds are linked smoothly.
WRITING
• Play the audio again for students to listen and
Ideal means of transportation
check, focusing on linking the sounds
effectively. Student’s Book, pages 88-89
• Have students practice reading the sentences
aloud. Lesson outcome
• Monitor and correct students’ pronunciation • Develop the ability to categorize different
as appropriate. modes of transportation
• After sufficient practice, review the linked • Analyze and speculate on potential future
sounds together as a class. energy sources
• Discuss any challenges students encountered • Enhance vocabulary and descriptive writing
and address any questions or concerns. skills related to future means of
Answers transportation
1. I went out with my friends until 10 pm.
2. She likes eating fruits and vegetables.
3.We need a short break before the next Lead-in
meeting.
4. Toxic emissions will contribute to air pollution. Ask students some simple questions about
5. Automated cars will catch on more quickly than transportation preferences, such as 'What is your
traditional vehicles in the future. favorite mode of transportation?' and 'What
features do you consider important in an ideal
Extra activity
means of transportation?' Facilitate a class
• Model the sentences from the recording
discussion by asking students to share their ideas.
individually and ask the class to repeat them
Discuss common preferences and notable trends
with the same pronunciation as a group.
among the students' transportation preferences.
• Start quite slowly and encourage students to
Lead students to the lesson.
repeat at the same speed.
• Focus on the joining (linking) sounds to make 01
the sentences appear as natural as possible.
• Then repeat the activity but going slightly • Divide the students into pairs or small groups.
more quickly. • Instruct the groups to work together to
• See how fast students can say the sentences brainstorm examples for each transportation
but remain clear. category.
• Encourage them to think creatively and • Circulate around the classroom to provide
consider both common and less common assistance and monitor their progress.
examples. • After the students have completed the task,
• Remind them to write down their ideas. facilitate a class discussion about their choices.
• After the brainstorming session, reconvene as • Ask each group to share which types of energy
a class. they ticked and why they believe those energy
• Ask each group to share their list of examples sources are used for transportation.
for each transportation mode. • After that ask students to brainstorm potential
• Write down the examples on the board or a future energy sources for vehicles.
shared document for students to see. • Write down their ideas on the board or a
• Facilitate a discussion about the examples shared document.
shared by each group. • Encourage students to explain why they believe
• Encourage students to explain why they chose these energy sources could be used and discuss
each example and discuss any similarities or any challenges or benefits associated with their
differences between the examples provided implementation.
by different groups. • Take feedback as a class.

Answers
Answers
Means of air transportation: helicopter, plane,
rocket, glider, jet ☑ oil ⬜ water
Means of road transportation: car, truck, bike, ☑electricity ⬜ wind energy
motorcycle, motor scooter, bus, van, container ☑ gasoline ⬜ solar energy
Means of water transportation: sailing ship, cargo ⬜ coal ⬜ water
ship, cruise ship, hovercraft, submarine, yacht ⬜ nuclear power
Means of railway transportation: metro/ subway,
monorail, tram, train, railbus
03
Fast finishers
• Have students read the task for a few minutes.
Assign fast finisher to write short paragraphs
• Explain that students will need to circle the
about one or more examples of transportation
adjectives from the list that they believe can be
modes, describing their characteristics,
advantages, and disadvantages. used to describe future means of
transportation.
02 • Instruct the students to discuss and decide
together which adjectives they think are
• Have students read the task for a few minutes.
suitable for describing future means of
• Ask students to tick (✓) the types of energy transportation.
currently used for transportation from the list
• Encourage them to consider the characteristics
provided.
and features that future transportation might
• Encourage them to consider the energy possess.
sources used in different modes of
• Give the students time to circle the adjectives.
transportation, such as cars, trains, ships, and
• Circulate around the classroom to provide
airplanes.
assistance and monitor their progress.
• Give the students time to tick (✓) the energy
• After the students have completed the task,
options on their worksheet that they believe
facilitate a class discussion about their choices.
are currently used for transportation.
• Ask each group to share which adjectives they Answers
circled and why they believe those adjectives Jennifer Michael
are suitable for describing future
1. The vehicle will run on solar or wind energy. ☑ ⬜
transportation before you check answers
2. Humans don’t need to pay for tickets. ☑ ⬜
together.
3. People have to use electricity to start it working ⬜ ☑
Answers properly.
high-speed, modern, eco-friendly, time-saving, 4. It will be modern and green to the environment. ☑ ⬜
green, accessible, super-fast
5. This vehicle will travel on the ground and in the air. ⬜ ☑

04 6. It will reduce air pollution and save time. ⬜ ☑

• Have students read the task for a few minutes.

• Explain that students will read two texts about 05
future means of transportation and choose the
correct answers for statements based on each • Explain that students will brainstorm and plan
text. their dream means of transportation,
• Encourage students to work together and considering various aspects such as
discuss their choices before making a decision. appearance, energy source, mode of travel,
• Allow them time to read the texts carefully and special features, and environmental benefits.
understand the features described for each • Encourage students to be creative and think
vehicle. outside the box when designing their future
• Have students underline or highlight key transportation vehicle.
information in the texts that will help them • Give students time to brainstorm ideas for their
answer the statements. future means of transportation.
• Encourage them to refer back to the texts as • Encourage them to consider aspects such as
needed and to discuss their reasoning with color, size, shape, energy source, mode of
their partner. travel, and special features.
• After the students have completed the task, • Instruct students to create a plan for their
facilitate a class discussion about their dream means of transportation, addressing the
answers. following questions:
• Invite students to share their chosen answers - What will it look like? (color, size, shape, etc.)
for each statement and explain their reasoning. - What kind of energy or technology will it run on?
• Encourage students to listen to and consider - How will it travel? (air, road, sea, or railway)?
the explanations provided by other groups. - What special features or benefits will it have?
• Encourage students to compare their answers - What environmental problems will it solve?
with those of other groups. • Encourage students to create a hand-drawn
• Discuss any differences in interpretations and illustration of their future means of
reasoning, and encourage students to consider transportation based on their plan.
alternative perspectives. • Provide colored pencils, markers, or other
• Provide the correct answers for each drawing materials as needed.
statement and ask students to confirm • Remind students to label their drawings with
whether their answers were correct. the name of their invention and to include
• Discuss any misunderstandings or areas where descriptive adjectives to highlight its features.
students may need clarification.
• After completing their drawings and plans, 06
allow students to share their inventions with • Instruct students to write a paragraph about
the class. their future means of transportation, following
• Encourage classmates to ask questions and the guidelines provided in the plan.
provide feedback on each presentation. • Remind students to use the simple future tense
Answers to describe how their vehicle will operate, how
Means of A superfast A flying car it will help the environment, and to incorporate
transportation boat descriptive adjectives to enhance their
What it will It looks like a It has four descriptions.
look like normal wheels, two • After completing their paragraphs, encourage
riverboat. wings. There students to review and revise their writing for
are seven clarity, coherence, and correctness.
seats inside. • Remind them to check for proper grammar,
What kind of It will run on It will run on
spelling, and punctuation.
energy it will solar, wind, electricity.
run on and electrical • Allow students to share their paragraphs with
energy their partners or small groups.
How it will It will travel It will travel • Encourage classmates to provide constructive
travel both in the on land and feedback on each other's writing, focusing on
river and in in the sky. adherence to the instructions and effectiveness
space.
of description.
How many It will transport
It will
people it will four people. transport • Take feedback as a class.
transport seven pople. Answers
What special DisappearMove Fly high to Students’ own answers
features it will through space avoid the
have Eco-friendly, crowds. Homework
modern Reduce air
Activity book, Writing page 85, exercises I, II,
pollution.
Convenient, III, IV
time-saving
CLIL MATH
Mixed ability Average speed & traffic sign
• For students who struggle to express their
Student’s Book, pages 90-91
ideas about future transportation, offer
prompts like suggesting specific features or Lesson outcome
asking about their ideal experiences. • Recognize and interpret common traffic
• For stronger students, encourage deeper signs, understanding their meanings and
thinking by asking if their chosen implications for road safety
transportation aligns with future • Apply the formula for average speed and
environmental concerns or societal impacts. perform calculations based on given
Urge them to explain their reasoning in detail distances and times
and consider different perspectives.
 Lead-in
• Encourage students to ask for clarification if
• Ask students some questions to check their
they are unsure about the meaning of any
general knowledge about average speed and
traffic sign.
traffic signs.
Answers
- What traffic signs do you see along the road a. 1 b. 5 c. 7 d. 4
when you walk from home to school? e. 8 f. 3 g. 2 h. 6
- Have you ever seen a traffic sign that you didn't
02
understand the meaning of?
- Can you identify any traffic signs? For example, • Explain to the student that they will need to
stop sign, no entry sign... match the correct traffic signs to the
- Have you ever wondered about the meaning and appropriate blanks in the table based on their
calculation of average speed? characteristics.
• Review students' responses to assess their level • Present the information about the
of engagement and comprehension regarding characteristics of different types of traffic signs
average speed & traffic signs. Lead students to to the class.
the lesson. • Explain each type, prohibitory signs, warning
signs, command signs and guide signs along
01 with their distinct characteristics as described
• Have students read the task for a few minutes. in the table.
• Explain that students need to identify the • Instruct students to examine each traffic sign
meaning of each traffic sign and write it in the carefully and determine which type of sign it
corresponding box. corresponds to based on its characteristics.
• Ask students to look at pictures of traffic signs • Then ask them to write the letter (a-h) of the
point out each sign and briefly describe its correct traffic sign in the suitable blank in the
appearance. table.
• Guide students through each question one by • Circulate around the classroom to monitor
one, asking them to discuss the meaning of the students' progress and provide assistance as
corresponding traffic sign with their partner. needed.
• Encourage them to consider the shape, • Encourage students to refer back to the
symbols, and colors of each sign to help information provided and discuss their
determine its meaning. reasoning with their partners.
• Give students time to write their answers in the Answers
boxes provided next to each traffic sign. - Prohibitory signs: a, g
• Circulate around the classroom to monitor - Warning signs: c, h
their progress and provide assistance if - Command signs: b, f
needed. - Guide signs: d, e
• Once students have completed the activity, 03
elicit the answers from the students. • Divide the class into pairs.
• Discuss each traffic sign, its meaning, and any • Ask students to read the box and check
potential variations or interpretations. understanding.
• Address any questions or uncertainties that • Guide students through each question one by
arise during the review process. one, asking them to discuss and come up with
their answers together with their partner.
• Give students time to answer each question Extra activity
based on their understanding of the concepts
• Provide students with different distances and
discussed.
speeds for various modes of transportation
• Circulate around the classroom to monitor
(e.g., walking, biking, driving).
their progress and provide assistance as
• Ask them to calculate the travel time for each
needed.
mode of transportation and compare the
• After all pairs have completed the activity,
results.
review the answers together as a class.
• Monitor and help any students who are finding
• Discuss each question and the responses
it difficult.
provided by the pairs.
• Encourage students to discuss their answers
• Encourage students to explain their answers
with a partner or in small groups before
and share any insights they may have.
marking their final answers.
• Address any questions or uncertainties that
• For example, how long would it take to travel
arise during the review process.
10 kilometers by car at an average speed of 60
• Provide explanations or additional examples if km/h versus walking at an average speed of 5
needed to reinforce understanding. km/h?
Answers 05
Students’ own answers.
• Have students read the task for a few minutes.
04 • Instruct students to carefully read each
description and consider the suitability of each
• Quickly review the concept of average speed
road for the given mode of transportation and
with the class.
conditions mentioned.
• Instruct students to analyze each driving
• Encourage students to carefully observe each
scenario and calculate the average speed using
picture, focusing on the road features and
the formula: average speed = distance ÷ time.
traffic signs.
• After completing the calculations, have
• Have students tick (✓) the suitable roads for
students write the average speed for each
each person based on their analysis and
scenario in the blank space provided.
decision-making.
• Circulate around the classroom to provide
• Ask students to consider factors such as road
support and clarification as needed.
type, traffic conditions, and any special
• Once all pairs have completed the activity,
considerations mentioned in the descriptions.
review the answers together as a class.
• After all pairs have completed the activity,
• Discuss each driving scenario and the
facilitate a class discussion.
calculated average speeds.
• Invite a few students to share their decisions
• Encourage students to explain their
and reasoning behind their choices.
calculations and reasoning behind their
• Provide feedback on students' decisions and
answers.
offer clarification if there are any discrepancies
Answers or misunderstandings.
1. 100 km/h 2. 56 km/h 3. 81 km/h Answers
Car number 2 needs to slow down while driving
on the road. 1. Road A, road B, road C
2. Road A
3. Road A, road B, road C. • At the end of the game, tally the number of
4. Road A, road B lives remaining for each player.
5. Road A. • The student with the most lives left is declared
Fast finishers the winner.

Divide fast finishers into pairs. Ask them to

discuss why it's important to obey traffic rules Homework
and respect road signs for safe travel. Prompt Activity book, CLIL Math page 89, exercises I, II
students to think critically about real-life
examples or personal experiences.

06

DO IT
• Explain the purpose of the activity, which is to
reinforce knowledge of traffic signs in an
interactive game format.
• Divide the class into groups of three and assign
roles: Student A, Student B, and Student C (the
host).
• Provide each group with a game board
consisting of a 3x3 grid.
• Instruct Student C to secretly fill in the grid
with three bombs, three hearts, and three
hand symbols, without revealing the
placements to Student A and Student B.
• Student C, as the host, points to a traffic sign
displayed in the classroom or on a poster.
• Student A or B, designated as the main player
for that round, describes the traffic sign to the
rest of the group.
• If Student A/B correctly identifies the traffic
sign, ask them to choose a square on the game
board.
• Depending on the symbol in the chosen square
(heart, bomb, or hand), the player earns or
loses a life, or steals a life from their
teammate.
• Rotate roles so that each student has a chance
to be the main player and the host.
• Continue playing until all nine squares on the
game board have been revealed.
• Encourage students to take turns being the
game host to ensure everyone participates.